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© 2022 Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. http://creativecommons.org/licenses/by-nc/4.0/ This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See:  http://creativecommons.org/licenses/by-nc/4.0/ . Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.

Abstract

Objectives

Stimulating the active participation of residents in projects with societally relevant healthcare themes, such as value-based healthcare (VBHC), can be a strategy to enhance competency development. Canadian Medical Education Directions for Specialists (CanMEDS) competencies such as leader and scholar are important skills for all doctors. In this study, we hypothesise that when residents conduct a VBHC project, CanMEDS competencies are developed. There is the added value of gaining knowledge about VBHC.

Design

An explorative mixed-methods study assessing residents’ self-perceived learning effects of conducting VBHC projects according to three main components: (1) CanMEDS competency development, (2) recognition of VBHC dilemmas in clinical practice, and (3) potential facilitators for and barriers to implementing a VBHC project. We triangulated data resulting from qualitative analyses of: (a) text-based summaries of VBHC projects by residents and (b) semistructured interviews with residents who conducted these projects.

Setting

Academic and non-academic hospitals in the Netherlands.

Participants

Out of 63 text-based summaries from residents, 56 were selected; and out of 19 eligible residents, 11 were selected for semistructured interviews and were included in the final analysis.

Results

Regarding CanMEDS competency development, the competencies ‘leader’, ‘communicator’ and ‘collaborator’ scored the highest. Opportunities to recognise VBHC dilemmas in practice were mainly stimulated by analysing healthcare practices from different perspectives, and by learning how to define costs and relate them to outcomes. Finally, implementation of VBHC projects is facilitated by a thorough investigation of a VBHC dilemma combined with an in-depth stakeholder analysis.

Conclusion

In medical residency training programmes, competency development through active participation in projects with societally relevant healthcare themes—such as VBHC—was found to be a promising strategy. From a resident’s perspective, combining a thorough investigation of the VBHC dilemma with an in-depth stakeholder analysis is key to the successful implementation of a VBHC project.

Details

Title
Incorporating value-based healthcare projects in residency training: a mixed-methods study on the impact of participation on understanding and competency development
Author
Vaassen, Sanne 1   VIAFID ORCID Logo  ; Essers, Brigitte A B 2 ; Stammen, Lorette A 3 ; Walsh, Kieran 4   VIAFID ORCID Logo  ; Kerssens, Marlou 5 ; Silvia M A A Evers 6 ; Ide Heyligers 3 ; Stassen, Laurents P S 7 ; Walther N K A van Mook 8   VIAFID ORCID Logo  ; Noben, Cindy Y G 9 

 Department of Pediatrics, Maastricht UMC+, Maastricht, The Netherlands 
 Department of Health Services Research, CAPHRI Care and Public Health Research Institute, Maastricht University Medical Centre, Maastricht, The Netherlands 
 School of Health Professions Education, Maastricht University, Maastricht, The Netherlands 
 Clinical Director, BMJ Knowledge Centre, London, UK 
 Consultant, TwynstraGudde, Amersfoort, The Netherlands 
 Department of Health Services Research, CAPHRI Care and Public Health Research Institute, Maastricht University Medical Centre, Maastricht, The Netherlands; Trimbos, Netherlands Institute of Mental Health and Addiction, Utrecht, The Netherlands 
 Department of Surgery, Maastricht University Medical Centre, Maastricht, The Netherlands 
 School of Health Professions Education, Maastricht University, Maastricht, The Netherlands; Department of Intensive Care Medicine, Maastricht University Medical Centre, Maastricht, The Netherlands; Academy of Postgraduate Medical Education, Maastricht University Medical Centre, Maastricht, The Netherlands 
 Academy of Postgraduate Medical Education, Maastricht University Medical Centre, Maastricht, The Netherlands 
First page
e060682
Section
Medical education and training
Publication year
2022
Publication date
2022
Publisher
BMJ Publishing Group LTD
e-ISSN
20446055
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2704372261
Copyright
© 2022 Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. http://creativecommons.org/licenses/by-nc/4.0/ This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See:  http://creativecommons.org/licenses/by-nc/4.0/ . Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.